First Grouping - See Intervention Focus Sheet & Breakdown Sheets
Reading
Math
Writing
Behavior
Academic
Language
Communication Difficulties
If possible, group students according to skills (such as the reading components, math domains, etc.) - See sheets with suggested steps for discussing data.
IMPORTANT NOTE: When increasing the intensity you should first consider how the student is being taught. Decreasing a group size or increasing the amount of time a student is being taught a skill is not a successful approach if the instructional method is inappropriate for the student.
Determine if additional data is needed
Additional Available Data
WIDA scores (ESL students)
CogAT (taken in 3rd grade)
EC Data
Previous Report Card Grades
Other Diagnostic Data
Look at Comprehensive Assessment Plan & The Multi-Tiered Assessment Model
When you recognize that a student is either struggling to learn the core curriculum or having difficulty maintaining appropriate behavior in the general education classroom.
When the student did not make a Level III or Level IV on the EOG.
Description of major concerns and how the student's difficulties interfere with the student's performance.
Gain any pertinent data from parents, including their concerns.
Description of student's strengths, as well as any incentives that motivate the student
Description of what has been done to assist the student
Data that indicates the student's current level of performance
What is the Task?
Review Tier I and determine if problem was accurate
If not, redefined the problem
Review Tier I and determine if analysis is accurate
If not, complete
Baseline
Obtain levels from the last progress monitoring and nay levels needed depending on the progress monitoring instrument you are going to use
Benchmark
Identify a new benchmark
Goal
Write a new goal using the new benchmark
Interventions
Identify how they will be adjusted (see sample adjustments)
Timeframe
Give a new timeframe
Where to Begin?
Gather preliminary information
Review Data
Target Teacher Concerns
Develop Intervention Plan
Finalize Plan
See Team Protocol (Tier II and/or FIL) with Possible Questions to Guide Discussion on the Team Page
Standard Protocol Student
On Tier I, student was participating in the school-wide intervention program and was not making sufficient progress.
If the interventions provided in the school-wide intervention program meet the design guidelines for Tier I and the student is not making progress, you may proceed to Tier II.
If the interventions provided in the school-wide intervention program do not meet the design guidelines for Tier I and the student is not making progress, yo must first make adjustments to Tier I before proceeding to Tier II.
Another Area is of Concern
On Tier I, student's math difficulties were thought to be due to his reading difficulties, but he continues to struggle with both.
Student moves to Tier II for both areas
In addition to reading interventions, math interventions need to be added.
Making the move from Tier II to Testing (or Tier III), you use the same reflective questions to guide the decision making as going from Tier I to Tier II.
Additional Things to Complete Before Testing
Social Development History
Multiple Classroom Observations
Recommend that at least one observation take place during the intervention
Starting Point
Reviewing Existing Plans
Reviewing Progress Monitoring Data
Adjusting Interventions
IMPORTANT NOTE: When increasing the intensity you should first consider how the student is being taught. Decreasing a group size or increasing the amount of time a student is being taught a skill is not a successful approach if the instructional method is inappropriate for the student.
Determine if additional data is needed
Finalize Plan
When to Develop a PEP (or Start Tier I/RtI)
Importance of the plan
View the following PowerPoints to determine what plan to use when:
including
page 6
Go to wiki page and click on the ChathamCountyRtI wiki to get copies of all forms for all tiers.
Intervention Plan
Progress Monitoring
Periodic Evaluation
Decision Making
Use the Implementation and Evidence Questions when making decisions for Tier I & II.Implementation
- Did the delivery of interventions follow the plan for implementation with accuracy and consistency?
- Is progress monitoring of the intervention used and adjustments made as needed?
- Did the intervention match the student's specific need?
If the answer is “no” to any of the above questions, you must first make adjustments to the plan before considering moving the student up a Tier II.Evidence
Activities at Tier II
Steps of cyclical problem-solving repeat, but more school personnel are involved as needed:
To help through the first (and possibly the second), Tier II will be done with the RtI team.
The intensity of the interventions increase.
Before Team Meeting
Teacher meets with assigned PLC group to discuss the following:
If student is going to be referred to the RtI team, a review of the PEP for completion and accuracy needs to be completed by the case manager.
See Case Manager's Description on the Team Page
Teacher Preparation for the Meeting
What is the Task?
Where to Begin?
- Gather preliminary information
- Review Data
- Target Teacher Concerns
- Develop Intervention Plan
- Finalize Plan
See Team Protocol (Tier II and/or FIL) with Possible Questions to Guide Discussion on the Team PageStandard Protocol Student
On Tier I, student was participating in the school-wide intervention program and was not making sufficient progress.Another Area is of Concern
On Tier I, student's math difficulties were thought to be due to his reading difficulties, but he continues to struggle with both.Making the move from Tier II to Testing (or Tier III), you use the same reflective questions to guide the decision making as going from Tier I to Tier II.
Additional Things to Complete Before Testing